Since the full desegregation of all Christian schools in 1983 there has been limited inquiry into the role of race in these academic institutions. Furthermore, Christian education literature has had limited exploration into the role of race. When race is explored in Christian schools it often centers White voices. In the absence of much research, it has led some to believe that there is greater racial harmony in these environments. This study fills the void because it centers Black male voices in an interpretive phenomenological analysis of concerning the racial messages that they received while attending conservative Christian schools. This study explored the racial messages that 14 Black males who attended both predominantly White and Black led conservative Christian schools, born between 1981-2003, received while attending these schools. This interpretive phenomenological study utilized the Black Critical Theory framework to guide the research and asked the following questions: What were the racial messages that Black boys received while attending Conservative Christian Schools? How did the racial messaging shape their understanding of race and their self as Black males? How did the Black males perceive Christian teachings to be a part of the racial dynamics in these CCS? The research participants were recruited using criterion sampling and data was collected through semi-structured interviews. The findings from this study indicated that Black males received differing messages based on the racial make-up of the school and its leadership. Four themes emerged from the findings. Black males who attended Black-led conservative Christian Schools received a message that Black is excellent. In the environment the Participants saw that Black was free. They came view Blackness as diverse and developed a sense of Black pride. Finally, in the Black led conservative Christian school they perceived that religion was serious and it undergirded their anti-racist ethos of the environment. In the predominantly White conservative Christian school the research participants learned that Black is a racial trope. The environment that they entered revealed to them that Black was free with restrictions. Furthermore, the Black students came to view themselves as exceptional negroes, and some came view themselves as inferior when they attended the predominantly White conservative Christian school. Finally, in this environment Black students perceived that they religion was taken less seriously and utilized to normalize Eurocentric values. Finally, this study concluded with recommendations for school administrators, higher ed programs, and Christian school teachers.